Supporting Dyslexic Pupils in the Secondary Curriculum
by Moira Thomson

Complete set comprises 18 booklets and a CD of downloadable material
(see inside back cover for full details of CD contents)
Foreword by Dr. Gavin Reid, a senior lecturer in the Department of Educational
Studies, Moray House School of Education, University of Edinburgh. An
experienced teacher, educational psychologist, university lecturer, researcher
and author, he has made over 600 conference and seminar presentations in
more than 35 countries and has authored, co-authored and edited fifteen books
for teachers and parents.
1.0
1.1.
1.2.
1.3.
1.4.
1.5.
1.6.
1.7.

Dyslexia: Secondary Teachers’ Guides
Identification and Assessment of Dyslexia at Secondary School
Dyslexia and the Underpinning Skills for the Secondary Curriculum
Classroom Management of Dyslexia at Secondary School
Information for the Secondary Support for Learning Team
Supporting Parents of Secondary School Pupils with Dyslexia
Using ICT to Support Dyslexic Pupils in the Secondary Curriculum
Dyslexia and Examinations

Acknowledgements
Dyslexia Scotland would like to thank the following for making possible the
publication of this important series of books. Every secondary school in
Scotland has been supplied with a copy. All material contained in the
booklets and CD is downloadable free from the Dyslexia Scotland website
- www.supportingdyslexicpupils.org.uk.
Special thanks to M & A Thomson Litho Ltd, East Kilbride, Scotland who
printed the booklets at below cost â&#x20AC;&#x201C; www.thomsonlitho.com.
Thanks also to Trevor Hook, Stephen Mitchell, Yvonne Cochrane and
Senga Fairgrieve for their production input and Paula Oâ&#x20AC;&#x2122;Connell for copyediting all 18 booklets.
Moira Thomson would like to thank Meg Houston and Maureen Brice for
their ongoing support and Alasdair Andrew, Karen Reid and the other
members of the Dyslexia Scotland South East Committee for supporting the
venture. Thanks also to David Dodds, former collaborator and colleague at
City of Edinburgh Council, who was there at the beginning and
contributed throughout.

Dyslexia Scotland is the voluntary organisation representing the needs and
interests of dyslexic people in Scotland.
Mission Statement
To encourage and enable dyslexic people, regardless of their age and abilities,
to reach their potential in education, employment and life.
Dyslexia Helpline: 0844 800 84 84 - Monday to Friday from 10am until 4pm.
Dyslexia Scotland, Stirling Business Centre, Wellgreen, Stirling, FK8 2DZ
www.dyslexiascotland.org.uk
Registered in Scotland No. 153321
Scottish Charity No. SCO00951

Supporting and Working with Parents…

FOREWORD
It is a privilege to be asked to write a foreword for this series of guides on dyslexia in
the secondary school. Moira Thomson ought to be congratulated in putting together
these informative and up to date guides that will both heighten the awareness of
dyslexia in secondary schools and develop the knowledge and skills of teachers
through the implementation of the suggestions made in the guides. Too often books
and materials on dyslexia are cornered by a few, usually those who have a prior
interest in the subject. Many feel it is not their concern, or they do not have the
specialised experience to intervene. These guides will challenge and change that
assumption. The guides are for all teachers – they contain information that will be
directly relevant and directly impact on the practice of every teacher in every
secondary school in the country. Not only that, the guides are up to date containing
advice stemming from the most recent legislation (Education (Scotland) Act 2004:
Additional Support for Learning). This makes the guides an essential resource in every
school in the country.
Above all the guides provide a positive message. Dyslexia is couched in terminology
that expresses what learners with dyslexia can do not what they ‘can’t do’. Any
difficulties` experienced by learners with dyslexia are seen as ‘barriers to learning’
which means that the onus is on supporting learners overcome these barriers and this
places the responsibility firmly on the professionals working in schools. This reiterates
the view that dealing with dyslexia is a whole school responsibility.
The breadth of coverage in these guides is colossal. It is highly commendable that
Moira Thomson has met this immense task with true professionalism in providing clearly
written and relevant guides incorporating the breadth of the curriculum. As well as
including all secondary school subjects the guides also provide information on the
crucial aspects of supporting students preparing for examinations, the use of
information and communication technology, information for parents, details of the
assessment process and the skills that underpin learning. It is important to consider the
view that learners with dyslexia are first and foremost learners and therefore it is
important that their learning skills are developed fully. It is too easy to place the
emphasis on developing literacy skills at the expense other important aspects of
learning. The guides will reinforce this crucial point that the learning skills of all students
with dyslexia can be developed to a high level. I am particularly impressed with the
inclusion of a section on classroom management. This again reinforces the point that
managing dyslexia is a classroom concern and a learning and curriculum-focused
perspective needs to be adopted. A focus on curriculum planning and
acknowledging learning styles is essential if learners are to reach their potential in
secondary schools.
The guides do more than provide information on dyslexia; rather they are a staff
development resource and one that can enlighten and educate all teachers in
secondary schools. I feel certain they will be warmly appreciated and used for that
purpose. The guides will benefit school management as well as teachers and parents,
but the real winners will be the students with dyslexia. It is they who will ultimately
benefit and the guides will help them fulfil their potential and make learning a positive
and successful school experience for all.
Dr. Gavin Reid,
Edinburgh, UK
July 2007

5

Supporting and Working with Parents…

INFORMATION FOR TEACHERS
All parents/carers have concerns about their child’s progress and wish to play an
active part in their child’s education. Many parents/carers of dyslexic children will
need a high level of support from the school to help them understand the
challenges their children may face in the secondary curriculum and to explain
the nature of any additional support that may be provided. All school/home
communications should be clear, positive and constructive in order to develop a
shared understanding that everyone has the pupil’s best interests at heart.
School managers and pupil support teachers must reassure parents that
assessment of their children’s additional support needs in the context of the
secondary curriculum will be done immediately after this is requested. Comments
such as ‘It’s early days’ or ‘He just needs to try harder’ are completely
inappropriate - as soon as a dyslexic profile is suspected, by parent/carer, pupil or
teacher, immediate assessment and appropriate action is required under
Additional Support for Learning legislation. It may be useful to send parents/carers
information about the Education Authority’s Additional Support for Learning
policy, highlighting their rights and/or copies of the Dyslexia Scotland Guide for
Parents.
Subject teachers should be aware that to most secondary school pupils, image is
all important and anything that makes them different from peers is often rejected,
resulting in many dyslexic pupils deliberately underachieving and associating with
slower learners or the disaffected to save themselves from being embarrassed by
the effects of their dyslexia in a subject classroom. In order to help parents/carers
begin to accept that dyslexia will be an aspect of their children’s learning for the
whole of their time at school, teachers should make great efforts to:
•
•
•
•
•

•
•

Engage in an on-going dialogue with parents/carers that is sympathetic and
non-judgmental, with all teachers listening to all parental concerns
Demonstrate that the school has a dyslexia-friendly ethos, providing a
structure for appropriate assessment of dyslexia, linked to the demands of the
secondary subject curriculum
Ensure that dyslexic pupils have access to a subject curriculum and materials
at an appropriate level, in an appropriate format
Offer a well-planned programme of additional support based on appropriate
individual assessments and the demands of the subject curriculum
Anticipate difficulties and stress arising from the impact of dyslexia on
organisational and short-term memory by working together with
parents/carers and pupils themselves to develop strategies to deal with
problems concerning:
• copying down homework at the end of the lesson
• sending home notes and newsletters
• relaying verbal messages
• the amount or type of homework
Develop a shared understanding that there is no ‘quick fix’ or ‘cure’ for
dyslexia and that supporting the progress of dyslexic pupils may be a long
uphill struggle for subject teachers
Offer support for a pupil’s social and emotional needs as they arise

7

Supporting and Working with Parents…
There are additional problems that parents/carers of dyslexic pupils may
experience from time to time that might be eased only by contact with others
whose children also struggle with dyslexia. These include:
•
•
•
•
•
•
•
•
•
•

Confusion about what dyslexia is and how it was identified/assessed
Guilt about the possible inherited/genetic nature of dyslexia
Concern about what the future may hold for their children
Anger – often irrational - at the school, the child, self and partner for a
number of reasons, some apparently unconnected with dyslexia
Frustration at feelings of helplessness, sometimes linked to limitations set by
their own dyslexia
Anxiety about their children’s feelings of confusion, distress, anger and
frustration – the Why me? question
Over-protectiveness developed by living with a dyslexic child and watching
the daily struggle just to be ‘normal’
Stress because the whole family can be affected by something as simple as
inappropriate homework
Exasperation because it is sometimes hard to convince education
professionals that parents/carers really do know their children best
Despair caused by some or all of the above

In order the help them get through these feelings, the school should introduce
parents/carers of dyslexic pupils to outside agencies and support groups such as
Dyslexia Scotland – or perhaps form a group within the school where they may
share experiences and support each other.
When parents are contacted about the possibility of their child being dyslexic, it
would be useful to send home some general information about dyslexia as well as
any checklist or questionnaire for them to complete as part of the assessment
process. Once a pupil’s dyslexia has been assessed and related to the secondary
curriculum, the school should send additional information home along with details
of any proposed support provision. For this purpose, many useful documents and
contact details of dyslexia organizations are provided in this series of booklets and
on the accompanying CD.

DYSLEXIA - CONTRIBUTORY FACTORS (photocopiable)
Parents may have noticed some of the factors listed below and agree that investigation of dyslexia
should be carried out. A specialist teacher investigating your child for dyslexia may ask if these
factors have been checked; some will be known only to parents, and details may not be required
for identification of dyslexia – but it may be useful to know that some of the factors listed below
may contribute to your child’s dyslexia.
1. Birth history. Were there any problems before during or after birth, e.g. a premature birth?
2. Family history. Are others in the family dyslexic? There is usually a genetic factor in
developmental dyslexia, though other family members may have varying symptoms and severity.
3. Educational history. Has school experience been difficult? What intervention has there been?
How has this helped?
4. General health. Have there been any long illnesses, involving school absence? Could there be
any undiagnosed conditions, e.g. mild epilepsy or petit mal, which may look like inattention and
gaps in continuity? A physical injury or a stroke may indicate acquired dyslexia.
5. Vision. School medicals are not enough. Has vision been checked by an optometrist? Does the
child lose his place when reading? Is the child light sensitive, does the print blur or appear to move?
6. Hearing. Has hearing been checked? Did the child have 'glue ear' when younger? This may
have hindered auditory perception of sounds in words.
7. Speech and language. Have there been delays or deficits in speech and language
development? This includes pronunciation of words, vocabulary development, complexity of
spoken language and understanding of language heard. Would a referral to a speech and
language therapist be advisable? Is English the first language of the child and in the home? This
could have implications for test results, even for visual/spatial aspects of cognitive ability for which
oral instructions are given.
8. Co-ordination. Is the child clumsy or accident-prone? Does this affect gross and fine motor
movements? Is the child aware of his/her own body in space in relation to people and objects?
How about anticipation of the movements of others, e.g. in team games? Dyspraxia might be a
possibility if verbal ability is considerably higher than visual-spatial skills in ability tests. Would a
referral to an occupational therapist be advisable? Left-handedness is not significantly higher in
dyslexics but life is harder for all left-handers. Cross-laterality is not significant either but late
development of hand dominance or non-dominance of hand, eye, foot, seems to happen more
often in dyslexics.
9. Attention and Emotional Behavioural aspects. If these are present, are they primary factors or an
outcome of frustration at difficulty in learning? Some behavioural difficulties appear to be
controllable and are intended to disrupt or annoy. Other conditions, like Attention Deficit Disorder,
with or without Hyperactivity, are involuntary, and disruptive behaviour appears purposeless and
puzzling to all concerned. Lack of ability to concentrate is typical of ADD and ADHD, so
weaknesses in – e.g. - reading may be a result of this.
10. Communication/relationship aspects. This is different from speech and language disorders.
Pupils may have difficulty making eye-contact, communicating and making relationships and
showing appropriate behaviour? Is there a tendency towards some aspect of autism?
11. Self-esteem. Literacy is deemed very important in our culture. It is not surprising that those who
find it difficult are very frustrated, depressed and have low self-esteem. People complain about
giving labels, but most dyslexics are very pleased to know that there is a reason for their difference.
12. Intelligence. It is as wrong to expect too much of someone with below average intelligence as
it is to expect too little of someone with high intelligence. People of high intelligence who can
grasp some things quickly may be very frustrated by their slowness in literacy skills. People with lower
cognitive abilities, sometimes known as global learning difficulties, may have some dyslexic
characteristics but their lower ability is the primary factor. Dyslexics usually show a varied pattern of
abilities.
13. Diet supplements and drugs. There is no pill that makes learning to read easy. However,
nutritional vulnerability or deficiencies may affect concentration and behaviour so affect learning
indirectly. Research suggests that some dyslexics lack a natural production of some essential
nutritional ingredients. Some people are allergic to food additives. Some drugs control behaviour,
but their long term effects are not known. They should only be given on medical advice.
14. Individual styles for learning, working and living. Any assessment of dyslexia should reveal
strengths as well as weaknesses. Some dyslexics develop strategies for their own ways of doing
things and this should be encouraged.

9

Supporting and Working with Parents…

VISUAL PROCESSING DIFFICULTIES (photocopiable)
The first step in any investigation of reading difficulties must be testing by an
optician for any visual impairment that may require corrective lenses. Difficulties
with visual processing that continue after vision has been examined - and
corrected if necessary - may be due to visual discomfort linked to over-sensitivity
to the patterns of print on the page (Mears-Irlen Syndrome), or inefficient control
of the eye movements needed for effective visual processing, including eye
tracking.
Parents should check with the school to find out whether they have anyone
trained to do a vision perception screening. This consists of a battery of screening
tests and the screener will report back, issue tinted overlays if necessary and
perhaps suggest referral to a qualified optician for further investigation. If the
school does not have a trained specialist in visual dyslexia then the optician
should be approached and asked to arrange a screening or a full assessment.
There will normally be a charge for this service as it is not currently covered by the
NHS. If the local optician cannot undertake the assessments, they can refer you to
an optician who has been trained to do these. There may be provision for
payment of the fees incurred from your school or Education Authority or other
sources. Ask for advice.
Children who have visual processing difficulties may:
•
•
•
•
•

Tire easily when reading
Find reading small print very difficult or impossible
Lose the place often when reading
Miss words/lines or read them twice unless keeping the place with a marker
Find reading physically uncomfortable or painful – eyes may water, itch or
hurt, and reading can lead to headaches, dizziness and/or nausea

10

Supporting and Working with Parents…

HOW PARENTS AND TEACHERS CAN HELP
Be generous with praise and uncritical of errors – remember that most children
assume that they way they see the page is the way everyone sees it – and they
worry that others can read more easily than they can. Telling them that not
everyone experiences movement and distortions in text may go a long way to
restoring damaged self esteem.
It is much easier for pupils to read enlarged text. Create this either printed using a
larger font and increased line spacing, or simply enlarged on the photocopier.
Printing text on tinted paper instead of white is also helpful in eliminating glare
and distortions caused by extreme black/white contrast. Encourage the use of a
marker while reading – or a pointer, ruler, folded paper or a tinted reading ruler.
Some education authorities and Dyslexia Scotland have staff trained to screen
pupils for Mears-Irlen syndrome and some local optometrists do colorimetric
assessments. In both cases tinted overlays or lenses may be issued to reduce text
distortions experienced – consider this if you note:
•
•
•
•
•

ALTERNATIVE THERAPIES (photocopiable)
Parents are always interested in good ways of helping their dyslexic children but
there is a need to treat any new ideas with caution. Some 'new' programmes
include well-established good practice and multi-sensory methods that are
already used by specialist teachers working with dyslexic pupils. Look for
evidence of success for new programmes that has been carefully evaluated
before undertaking expenditure on these. Since dyslexia is not a disease, there is
no ‘cure’. It is a permanent condition just as left-handedness is. All dyslexic
learners are different – the dyslexia affects each differently in different ways and
there is no single method that will suit them all. But all can develop strategies to
compensate for their dyslexic difficulties. Dyslexia is more than just an isolated
difficulty in reading and spelling. It often includes problems with number, memory,
organisation and self-esteem.
This checklist for alternative therapies may provide a useful guide for evaluation
‘new’ therapies.
1. A list of questions about the ‘new’ therapy – check:
• The length of time that the therapy has been used, and whether it works.
• The range of difficulties of those who received this therapy and the results.
• A list of any research that has been done showing the effectiveness of
therapy.
• Whether the therapy is considered to be appropriate or unsuitable for certain
groups or individuals, and details on any possible side effects.
• Signs that determine whether the therapy has been successful, and
arrangements for comparing behaviour before and after.
2. A list of questions for the therapist – ask about:
• Details of how long the therapist has been using the therapy and the numbers
and ages of people treated.
• Details of training in using the therapy and where the training was done, how
long it lasted – e.g. Who trained you? How long did the training last? What
qualifications are needed to undergo training? Can I see your certificate?
• Does anyone still monitor you to see if you are still doing the therapy
correctly?
• Describe your child and the difficulties identified. How many people have you
treated who have similar difficulties and what were the results?
• Can you give me the names and telephone numbers of any other
parents/carers who have a child similar to my child who has received this
therapy?
3. The arrangements for therapy – check:
• The number of sessions required and the total cost of the therapy.
• Where the therapy will take place and transport and/or accommodation
arrangements - how much extra will this cost?
• When will the therapy take place? Dates, times, time span, time off school?
• Do I have to pay for the therapy in advance?
• What happens if I wish to abandon the therapy before the course of
treatment is completed? How much would I have to pay?
• Will we have a written agreement about the terms and conditions?
• If my child gets worse or the condition does not change after therapy can I
have my money back? Will I be entitled to compensation?

12

Supporting and Working with Parents…
Children’s first awareness of their dyslexia is failure at school – usually at the
primary stage. Pupils become aware that they cannot learn like their classmates
and feel that they are to blame for this – they do not know how to get help and
cannot explain the difficulties being experienced. The longer dyslexia goes
unrecognised, the greater the problem becomes. Many boys become frustrated
and may develop behavioural difficulties and become uncooperative in the
classroom. Girls may become withdrawn and spend time copying work from their
friends, relying on them for help with class work. Both boys and girls may become
unwilling to go to school, and they may complain of headaches or feeling sick on
days when they may have assessments. A primary school may identify indications
of dyslexia – e.g. disruptive behaviour, or excessive talking as the reason for
pupils’ difficulties and reports this at transition to secondary school. Subject
teachers’ expectations of pupils are informed by these reports, making the
identification of a dyslexic profile less likely, as any failure to engage with the
secondary curriculum will be attributed to these.
A pupil’s failure to make progress in S1 often results in a meeting being arranged
with the Pupil Support/ guidance teacher. If they are concerned that dyslexia
might be a factor, they should request that a Support for Learning teacher
attends the meeting.
Parents should prepare in advance for this meeting:
1.
2.
3.
4.
5.
6.
7.
8.
9.

List the questions/points to be addressed at the meeting.
Identify the preferred outcome of the meeting.
Take someone for moral support – many parents feel intimidated by teachers
and some teachers may appear to talk down to concerned parents.
Be positive, firm, calm and confident. This is your child’s education and
comparisons with other children will not be appropriate.
Take notes at the meeting – what you are told may be new and confusing,
and you may need to refer to it later when a decision has been made.
Do not agree to anything unless you are absolutely sure. Sometimes you need
to reflect on what you have been told, or seek further advice.
If anything is agreed set a reasonable time limit for the action to be taken.
After you have had time to reflect, put in a letter what you understood was
discussed and agreed at the meeting and ask the school to confirm that they
agree.
Before leaving the meeting, arrange for a follow up meeting – shortly after
the time limit set – with the understanding that the school will contact you
immediately if there are any problems.

A firm non-aggressive approach should lead to the development of good
parent/teacher relationships – so be patient and persevering while insisting on an
investigation of your child’s difficulties. The school is required by law to carry this
out, and you have a right:
• To insist that an initial assessment is completed and you have a written report
of the results in good time (within 12 weeks)
• To make sure that details of the dyslexia are passed on to subject teachers
and that they put any agreed support measures in place in their subject
• To try to remain positive despite any negative feelings – showing anger and
bitterness can have an adverse effect

13

Supporting and Working with Parents…

HOMEWORK TIPS FOR PARENTS (photocopiable)
Homework can be a frustrating and upsetting experience for dyslexic children
and their parents on a daily basis. Here are some tips to help make homework a
less traumatic experience.
First of all, remember: the purpose of homework is for your child to practise
something that is already familiar. If homework is too difficult, you should discuss
this with the teacher who issued it. Don’t allow your child to become frustrated
because homework tasks are beyond their skills or take too long. Setting smaller
amounts of work and/or allowing extra time will often help.
1. Establishing a Routine. Develop a daily homework routine. A written or visual
plan put in a prominent place is ideal. It should include a particular place set
aside for homework and an agreed plan as to what happens after arrival home
from school. It should also be flexible enough to take into account after-school
activities. The homework place needs to be as quiet as possible, with a cleared
space for work and items required at hand e.g. pens, pencils, rubber, books, etc.
The kitchen table is suitable if close supervision is required at busy times. Work out
the best time for your child to do homework. Keep in mind that your child may be
very tired after school - they have had to work harder than other pupils because
of their dyslexia. They may need a break before starting homework.
2. Getting Started
• Break homework tasks into manageable parts
• Give breaks between different tasks
• Encourage your child to produce quality work rather than rushing to finish
everything in one sitting
• Do not arrange for extra homework to help your child catch up - a dyslexic
learner can become discouraged when faced with large amounts of work
Go over the homework requirements to ensure your child understands what to
do. Read instructions aloud to make sure that the task is fully understood. If
necessary, practise the first example or two with them. Help your child to
generate ideas for writing tasks and projects before they start writing. If necessary,
revise vocabulary that they may need. Sometimes you may help to develop a
writing plan.
Encourage your child to present work using personal strengths - for example,
pictures could be used if the child is good at art. When necessary and
appropriate, arrange with the teacher to scribe so your child can get ideas on
paper more accurately.
3. Checking and Monitoring Work. Help your child to learn editing, self-monitoring
and checking skills so they can develop more independence in their work as they
get older. For example, a simple process like CAPS can be helpful when proofreading work:
C = Capitals
A = Appearance
P = Punctuation
S = Spelling

14

Supporting and Working with Parents…
Encourage your child to use the computer for written work. The use of a spell
checker and touch-typing skills will have been taught in school – the Support for
Learning team may have Typing Tutor programs and will help you select one that
suits your child for additional practice. There are many writing aids for use on the
computer – check with the school what software is used, and find out if you can
provide this at home too.
If your dyslexic child is slow to complete work, encourage the use of a timer and
see how much work can be completed in five minutes. But remember that if
homework is regularly taking too long or is too difficult, you should discuss this with
school staff.
Give your child lots of praise as they complete homework tasks. Be specific about
what they have done well.
4. Organisation. Help the child to develop a comprehensive, written homework
plan. Include revision of subjects as well as set homework tasks. Monitor time
spent on homework and results.
Encourage your child to keep their school notes and work together in folders so
they don’t get mixed up lost or damaged. Organise notes into subjects, and
ensure that they are filed regularly. Colour coding of subjects can greatly assist
organisation and planning.
If pupils are not writing their homework down accurately, arrange for them to
check with someone in the same class at the end of the day. Or ask teachers to
give them written homework instructions for more complex tasks.
Liaise with teachers regularly to check that pupils are completing homework tasks
and class work correctly and are handing in work at school. Check that your child
is taking the correct books and equipment to school each day. Develop a visual
or written plan if this is an area of difficulty.
5. Study Skills. Make sure that your child has effective plans for approaching tasks
like essay writing, coursework, study for examinations. Talk to the school's Support
for Learning staff about these.
Build up independent work skills and problem solving strategies for use when the
child is “stuck” or not sure of how to go about homework. For example, get your
child to think about several different ways they could complete the task correctly.
They can also think about who to ask for help if the strategies tried are
unsuccessful.
Revise work with your child before examinations. Ask the Support for Learning staff
to issue advice sheets. Encourage the child to make notes, underline key words,
draw pictures, etc. when studying to aid memory.
6. Using Technology. Use of a computer to present homework often makes a
positive difference to results in secondary school.
Access to subject textbooks, novels, etc. on tape or CD can greatly ease literacy
requirements and ability to complete home and school work.

15

Supporting and Working with Parents…

INFORMATION FOR PARENTS - ALTERNATIVE ARRANGEMENTS FOR
ASSESSMENTS (photocopiable)
The range of alternative assessment arrangements available to dyslexic learners from
primary school to higher education is very wide, and should reflect the support or
strategies normally used by an individual pupil in the classroom. Some of these may
not be easily identifiable by the teacher – e.g. when teachers routinely read materials
to the whole class, they may not identify this as use of a reader.
Dyslexic examination candidates should be given a combination of alternative
arrangements that allow the demonstration of attained standards with the least
possible level of aid. There should be no assumption that a dyslexic candidate will
need the same arrangement for every assessment. For example, a dyslexic
candidate may need a reader and extra time for an examination with long reading
passages, but not for one where the reading content is much less.
The range of alternative arrangements available for assessments includes:
• Linguistic support
• A reader
• A scribe
• Digital exam papers
• Transcription - with correction – of the written paper
• Extra time allowances
• Use of ICT
• Word processors
• Use of spellchecker
• software that reads text/digital question papers
• Software that supports writing e.g. predictive lexicon
• Voice recognition software
• Use of other technological aids
• Calculator use in non-calculator Maths papers
• Use of spelling aids
• Transcription without correction to remove illegibility;
• Rest periods/supervised breaks where extra time makes a paper very long;
• Adapted question papers for candidates with visual processing deficits:
- Papers printed on different coloured paper
- Enlarged print papers
- Digital question papers (on computer)
SQA allows the referral of some scripts to the Principal Examiner to ensure that a
dyslexic candidate has not been penalised by the marker for dyslexia-related errors –
SQA should be consulted about which subjects/levels are eligible for this
arrangement.
The actual arrangement applied to an assessment in a subject should match the
support provided for normal course work in that subject. However, it might be that
while a dyslexic learner is able to cope with the reading demands of a subject with
extra time allowances in place, a reader is needed in a timed examination because
the amount of extra time required by the individual to process the text is in excess of
that permitted by the examining body, or would make the exam paper so long that
fatigue becomes a limiting factor.
Arrangements for National Tests and Standardised tests may differ from those
described above – further information on the CD.

DYSLEXIA INDICATORS AT THE SECONDARY STAGE
Dyslexia is more than an isolated defect in reading or spelling. The problem may
be perceptual, auditory receptive, memory-based or a processing deficit.
Subject teachers are not expected to be able to diagnose these difficulties as
such, but some general indications are listed below. If several of these are
observed frequently in the classroom, please tick the relevant boxes and enter
details of the pupil concerned and pass to the Support for Learning team for
further investigation.
Pupil Name: _________________ Class: ________________ Date: ________________



Quality of written work does not adequately reflect the known ability of the
pupil in the subject



Good orally but very little written work is produced – many incomplete
assignments

Poor self-image – lacking in confidence, fear of new situations – may erase
large quantities of written work, which is acceptable to the teacher



Tires quickly and work seems to be a disproportionate return for the effort
involved in producing it



Easily distracted – either hyperactive or daydreaming



Other – please give details

Teacher: __________________________________
Action requested:

Subject: ____________________

□

details of known additional needs

□

investigation of problem and advice re support

□

dyslexia assessment

□

profile of additional needs

□

suggest strategies for meeting additional needs

□

advice re assessment arrangements

Dyslexia Scotland has supplied every secondary school in Scotland with a free copy of this
publication. All information contained in the 18 booklets and CD, including extra copies of
dyslexia identification checklists, is available free to download from their website.
www.supportingdyslexicpupils.org.uk

Resources
ICT resources to support developing
numeracy
ICT resources to support developing
literacy
ICT and Practising Literacy Skills
Further Reading suggestions
Learning & Teaching Scotland –
downloadable
resources
Barrington Stoke link
Dyslexia Shop catalogue link
iANSYST website link
Information for parents of dyslexic pupils
Enquire parent guide
Dyslexia Scotland Guide for Parents
Visual processing difficulties
Using ICT to support writing
ICT Starting Points
Small and Portable Devices
Alternative Therapies
Supporting and working with parents of
dyslexic
pupils
Contributory factors dyslexia
Homework Tips for Parents
Meeting the teacher - parent's guide
Information for parents - Alternative
Assessment
Arrangements
Suggested reading list for parents
Downloadable leaflets & information
What is dyslexia
DfES How to Identify Dyslexia
DfES Being Dyslexic
DfES Tips for Secondary School
BDA Secondary School Tips
A framework for understanding Dyslexia –
DfES
Guidance to support pupils with dyslexia
and
dyscalculia - DfES
How Can Parents Help
Dyslexia Scotland Guide for Parents
Enquire Parents Guide to Additional
Support for
Learning
Help for Dyslexic student
Dyslexia Indications for Adults
Checklist for Adults
Dyslexic adults assessments
Guide for Teachers
Help At Home.
Help with Reading and Spelling
How Can Parents Help
Help with Maths
Hints for Homework

Supporting Dyslexic Pupils in the Secondary Curriculum is a series of
booklets for secondary school teachers throughout Scotland. They are
intended to help them remove the barriers to learning that are often
experienced by dyslexic pupils.

The pack of 18 booklets:
• Is an authoritative resource to help teachers meet the additional needs of
dyslexic pupils as described in the Scottish Executi ve’s Supporting
Children’s Learning Code of Practice (2005)
• Provides subject teachers with ad vice and suggests strategies to enable
them to minimise barriers to learning that dyslexic pupils might experience in
the secondary curriculum and pro vide appropriate support
• Offers guidance for Support for Learning staff on the identification and
support of dyslexia in the secondary curriculum and on ad vising subject
colleagues
• Addresses the continuing professional development needs arising from
national, local and school initiatives
• Is packed with practical information and tips for teachers on how to give
dyslexic pupils the best chance of academic success
• Is supplemented with a CD crammed with practical and helpful
downloadable material
Moira Thomson recently retired as Principal Teacher of Support for Learning at
Broughton High School, Edinburgh, after 30+ years. She was also Development
Officer for City of Edinburgh Dept of Children & Families; in-house CPD provider
for City of Edinburgh Dept of Children & Families; Associate Tutor for SNAP;
Associate Assessor for HMIe. Moira is an independent adjudicator for the
Additional Support for Learning dispute resolution; educational consultant,
providing CPD for secondary teachers; secretary of the Scottish Parliament’s
Cross Party Group on Dyslexia; member of Scottish Qualifications Authority focus
groups and a committee member of Dyslexia Scotland South East.
“I truly hope that all teachers will embrace this publication. If they can put into
practice the guidance offered it will make a fundamental difference to the
way dyslexic children are taught in school today. Young people in Scotland
deserve this chance.”
Sir Jackie Stewart OBE, President of Dyslexia Scotland.